Seeing the hidden minority :: increasing the talent pool through identity, socialization, and mentoring constructs /
"The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
Information Age Publishing, Inc.,
2020.
|
| Schriftenreihe: | Contemporary perspectives on access, equity and achievement
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students' in preK-12 and post-secondary landscapes"-- |
| Beschreibung: | 1 online resource (xii, 157 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781641139502 1641139501 |
Internformat
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1176326189 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 200721t20202020ncu ob 000 0 eng d | ||
| 040 | |a YDX |b eng |e rda |e pn |c YDX |d N$T |d EBLCP |d TXM |d OCLCF |d UKAHL |d WAU |d OCLCO |d OCLCQ |d K6U |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 9781641139502 |q (electronic bk.) | ||
| 020 | |a 1641139501 |q (electronic bk.) | ||
| 020 | |z 9781641139489 | ||
| 020 | |z 164113948X | ||
| 020 | |z 9781641139496 | ||
| 020 | |z 1641139498 | ||
| 035 | |a (OCoLC)1176326189 | ||
| 043 | |a n-us--- | ||
| 050 | 4 | |a LC2717 |b .S44 2020 | |
| 082 | 7 | |a 371.829/96073 |2 23 | |
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a Seeing the hidden minority : |b increasing the talent pool through identity, socialization, and mentoring constructs / |c edited by Amy Rutstein-Riley, Stephen D. Hancock and Sonyia Richardson. |
| 264 | 1 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c 2020. | |
| 264 | 4 | |c ©2020 | |
| 300 | |a 1 online resource (xii, 157 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 0 | |a Contemporary perspectives on access, equity and achievement | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 2 | |a Introduction : seing the hidden minority : increasing the pre-K -- 20 talent pool pipeline / Andrea L. Tyler -- Using the frameworks of socialization and acculturation to understand the trajectory of scientists of color / Karri A. Holley and Joretta Joseph -- Strategies for using critical systems theory to support socialization of African American students in STEM / Sonyia Richardson and Lenora Crabtree -- Mentoring for STEM advocacy / Cameron Denson and Tamecia R. Jones -- Different worlds : a picture of mentorships at PWIs and HBCUs / Daniel Alston and Brandi Copeland-Kamp -- Doctoral student degree attainment : how student realities, networks, and perceptions impact timely degree completion / Carrie Klein and Hironao Okahana -- Reshaping the pipeline : the role of identity on persistence for Black females in science / Andrea L. Tyler and Letimicia Fears -- Strengthening STEM identities : combatting curriculum identity trauma in African American students / Stephen D. Hancock and Michelle B. Pass -- Unearthing factors that contribute to distorted science identities in African American women / Ansley Booker -- Afterword : recurring themes, constructs, implications for theory and practice, and recommendations, guide, and future research / Stephen D. Hancock and Sonyia Richardson. | |
| 520 | |a "The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students' in preK-12 and post-secondary landscapes"-- |c Provided by publisher | ||
| 650 | 0 | |a African Americans |x Education. |0 http://id.loc.gov/authorities/subjects/sh85001946 | |
| 650 | 0 | |a Mentoring in education |z United States. | |
| 650 | 0 | |a Science |x Study and teaching |x Social aspects |z United States. | |
| 650 | 0 | |a Minorities in science |z United States. | |
| 650 | 0 | |a Academic achievement |z United States. | |
| 650 | 6 | |a Noirs américains |x Éducation. | |
| 650 | 6 | |a Mentorat en éducation |z États-Unis. | |
| 650 | 6 | |a Sciences |x Étude et enseignement |x Aspect social |z États-Unis. | |
| 650 | 6 | |a Minorités dans les sciences |z États-Unis. | |
| 650 | 7 | |a Academic achievement |2 fast | |
| 650 | 7 | |a African Americans |x Education |2 fast | |
| 650 | 7 | |a Mentoring in education |2 fast | |
| 650 | 7 | |a Minorities in science |2 fast | |
| 650 | 7 | |a Science |x Study and teaching |x Social aspects |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Rutstein-Riley, Amy, |e editor. |0 http://id.loc.gov/authorities/names/no2017011685 | |
| 700 | 1 | |a Hancock, Stephen D., |e editor. |0 http://id.loc.gov/authorities/names/n2015002014 | |
| 700 | 1 | |a Richardson, Sonyia, |e editor. |0 http://id.loc.gov/authorities/names/n2019039722 | |
| 758 | |i has work: |a Seeing the hidden minority (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFDKK8JHgDwfcRmY7RQ4Rq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9781641139489 |z 164113948X |w (DLC) 2020000334 |w (OCoLC)1137819985 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2356948 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH37710806 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6265258 | ||
| 938 | |a EBSCOhost |b EBSC |n 2356948 | ||
| 938 | |a YBP Library Services |b YANK |n 16850486 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1176326189 |
|---|---|
| _version_ | 1816882525608345600 |
| adam_text | |
| any_adam_object | |
| author2 | Rutstein-Riley, Amy Hancock, Stephen D. Richardson, Sonyia |
| author2_role | edt edt edt |
| author2_variant | a r r arr s d h sd sdh s r sr |
| author_GND | http://id.loc.gov/authorities/names/no2017011685 http://id.loc.gov/authorities/names/n2015002014 http://id.loc.gov/authorities/names/n2019039722 |
| author_facet | Rutstein-Riley, Amy Hancock, Stephen D. Richardson, Sonyia |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC2717 |
| callnumber-raw | LC2717 .S44 2020 |
| callnumber-search | LC2717 .S44 2020 |
| callnumber-sort | LC 42717 S44 42020 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Introduction : seing the hidden minority : increasing the pre-K -- 20 talent pool pipeline / Andrea L. Tyler -- Using the frameworks of socialization and acculturation to understand the trajectory of scientists of color / Karri A. Holley and Joretta Joseph -- Strategies for using critical systems theory to support socialization of African American students in STEM / Sonyia Richardson and Lenora Crabtree -- Mentoring for STEM advocacy / Cameron Denson and Tamecia R. Jones -- Different worlds : a picture of mentorships at PWIs and HBCUs / Daniel Alston and Brandi Copeland-Kamp -- Doctoral student degree attainment : how student realities, networks, and perceptions impact timely degree completion / Carrie Klein and Hironao Okahana -- Reshaping the pipeline : the role of identity on persistence for Black females in science / Andrea L. Tyler and Letimicia Fears -- Strengthening STEM identities : combatting curriculum identity trauma in African American students / Stephen D. Hancock and Michelle B. Pass -- Unearthing factors that contribute to distorted science identities in African American women / Ansley Booker -- Afterword : recurring themes, constructs, implications for theory and practice, and recommendations, guide, and future research / Stephen D. Hancock and Sonyia Richardson. |
| ctrlnum | (OCoLC)1176326189 |
| dewey-full | 371.829/96073 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.829/96073 |
| dewey-search | 371.829/96073 |
| dewey-sort | 3371.829 596073 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>06556cam a2200685 i 4500</leader><controlfield tag="001">ZDB-4-EBA-on1176326189</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |n|||||||||</controlfield><controlfield tag="008">200721t20202020ncu ob 000 0 eng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">YDX</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">YDX</subfield><subfield code="d">N$T</subfield><subfield code="d">EBLCP</subfield><subfield code="d">TXM</subfield><subfield code="d">OCLCF</subfield><subfield code="d">UKAHL</subfield><subfield code="d">WAU</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781641139502</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1641139501</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781641139489</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">164113948X</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781641139496</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1641139498</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1176326189</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">n-us---</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LC2717</subfield><subfield code="b">.S44 2020</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">371.829/96073</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Seeing the hidden minority :</subfield><subfield code="b">increasing the talent pool through identity, socialization, and mentoring constructs /</subfield><subfield code="c">edited by Amy Rutstein-Riley, Stephen D. Hancock and Sonyia Richardson.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Charlotte, NC :</subfield><subfield code="b">Information Age Publishing, Inc.,</subfield><subfield code="c">2020.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2020</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xii, 157 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Contemporary perspectives on access, equity and achievement</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="505" ind1="2" ind2=" "><subfield code="a">Introduction : seing the hidden minority : increasing the pre-K -- 20 talent pool pipeline / Andrea L. Tyler -- Using the frameworks of socialization and acculturation to understand the trajectory of scientists of color / Karri A. Holley and Joretta Joseph -- Strategies for using critical systems theory to support socialization of African American students in STEM / Sonyia Richardson and Lenora Crabtree -- Mentoring for STEM advocacy / Cameron Denson and Tamecia R. Jones -- Different worlds : a picture of mentorships at PWIs and HBCUs / Daniel Alston and Brandi Copeland-Kamp -- Doctoral student degree attainment : how student realities, networks, and perceptions impact timely degree completion / Carrie Klein and Hironao Okahana -- Reshaping the pipeline : the role of identity on persistence for Black females in science / Andrea L. Tyler and Letimicia Fears -- Strengthening STEM identities : combatting curriculum identity trauma in African American students / Stephen D. Hancock and Michelle B. Pass -- Unearthing factors that contribute to distorted science identities in African American women / Ansley Booker -- Afterword : recurring themes, constructs, implications for theory and practice, and recommendations, guide, and future research / Stephen D. Hancock and Sonyia Richardson.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">"The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students' in preK-12 and post-secondary landscapes"--</subfield><subfield code="c">Provided by publisher</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">African Americans</subfield><subfield code="x">Education.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85001946</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Mentoring in education</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Science</subfield><subfield code="x">Study and teaching</subfield><subfield code="x">Social aspects</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Minorities in science</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Academic achievement</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Noirs américains</subfield><subfield code="x">Éducation.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Mentorat en éducation</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Sciences</subfield><subfield code="x">Étude et enseignement</subfield><subfield code="x">Aspect social</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Minorités dans les sciences</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Academic achievement</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">African Americans</subfield><subfield code="x">Education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Mentoring in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Minorities in science</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Science</subfield><subfield code="x">Study and teaching</subfield><subfield code="x">Social aspects</subfield><subfield code="2">fast</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">United States</subfield><subfield code="2">fast</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Rutstein-Riley, Amy,</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2017011685</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Hancock, Stephen D.,</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2015002014</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Richardson, Sonyia,</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2019039722</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Seeing the hidden minority (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCFDKK8JHgDwfcRmY7RQ4Rq</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="z">9781641139489</subfield><subfield code="z">164113948X</subfield><subfield code="w">(DLC) 2020000334</subfield><subfield code="w">(OCoLC)1137819985</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2356948</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH37710806</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL6265258</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">2356948</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">16850486</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-on1176326189 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:30:00Z |
| institution | BVB |
| isbn | 9781641139502 1641139501 |
| language | English |
| oclc_num | 1176326189 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xii, 157 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Information Age Publishing, Inc., |
| record_format | marc |
| series2 | Contemporary perspectives on access, equity and achievement |
| spelling | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / edited by Amy Rutstein-Riley, Stephen D. Hancock and Sonyia Richardson. Charlotte, NC : Information Age Publishing, Inc., 2020. ©2020 1 online resource (xii, 157 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Contemporary perspectives on access, equity and achievement Includes bibliographical references. Introduction : seing the hidden minority : increasing the pre-K -- 20 talent pool pipeline / Andrea L. Tyler -- Using the frameworks of socialization and acculturation to understand the trajectory of scientists of color / Karri A. Holley and Joretta Joseph -- Strategies for using critical systems theory to support socialization of African American students in STEM / Sonyia Richardson and Lenora Crabtree -- Mentoring for STEM advocacy / Cameron Denson and Tamecia R. Jones -- Different worlds : a picture of mentorships at PWIs and HBCUs / Daniel Alston and Brandi Copeland-Kamp -- Doctoral student degree attainment : how student realities, networks, and perceptions impact timely degree completion / Carrie Klein and Hironao Okahana -- Reshaping the pipeline : the role of identity on persistence for Black females in science / Andrea L. Tyler and Letimicia Fears -- Strengthening STEM identities : combatting curriculum identity trauma in African American students / Stephen D. Hancock and Michelle B. Pass -- Unearthing factors that contribute to distorted science identities in African American women / Ansley Booker -- Afterword : recurring themes, constructs, implications for theory and practice, and recommendations, guide, and future research / Stephen D. Hancock and Sonyia Richardson. "The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students' in preK-12 and post-secondary landscapes"-- Provided by publisher African Americans Education. http://id.loc.gov/authorities/subjects/sh85001946 Mentoring in education United States. Science Study and teaching Social aspects United States. Minorities in science United States. Academic achievement United States. Noirs américains Éducation. Mentorat en éducation États-Unis. Sciences Étude et enseignement Aspect social États-Unis. Minorités dans les sciences États-Unis. Academic achievement fast African Americans Education fast Mentoring in education fast Minorities in science fast Science Study and teaching Social aspects fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Rutstein-Riley, Amy, editor. http://id.loc.gov/authorities/names/no2017011685 Hancock, Stephen D., editor. http://id.loc.gov/authorities/names/n2015002014 Richardson, Sonyia, editor. http://id.loc.gov/authorities/names/n2019039722 has work: Seeing the hidden minority (Text) https://id.oclc.org/worldcat/entity/E39PCFDKK8JHgDwfcRmY7RQ4Rq https://id.oclc.org/worldcat/ontology/hasWork Print version: 9781641139489 164113948X (DLC) 2020000334 (OCoLC)1137819985 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2356948 Volltext |
| spellingShingle | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / Introduction : seing the hidden minority : increasing the pre-K -- 20 talent pool pipeline / Andrea L. Tyler -- Using the frameworks of socialization and acculturation to understand the trajectory of scientists of color / Karri A. Holley and Joretta Joseph -- Strategies for using critical systems theory to support socialization of African American students in STEM / Sonyia Richardson and Lenora Crabtree -- Mentoring for STEM advocacy / Cameron Denson and Tamecia R. Jones -- Different worlds : a picture of mentorships at PWIs and HBCUs / Daniel Alston and Brandi Copeland-Kamp -- Doctoral student degree attainment : how student realities, networks, and perceptions impact timely degree completion / Carrie Klein and Hironao Okahana -- Reshaping the pipeline : the role of identity on persistence for Black females in science / Andrea L. Tyler and Letimicia Fears -- Strengthening STEM identities : combatting curriculum identity trauma in African American students / Stephen D. Hancock and Michelle B. Pass -- Unearthing factors that contribute to distorted science identities in African American women / Ansley Booker -- Afterword : recurring themes, constructs, implications for theory and practice, and recommendations, guide, and future research / Stephen D. Hancock and Sonyia Richardson. African Americans Education. http://id.loc.gov/authorities/subjects/sh85001946 Mentoring in education United States. Science Study and teaching Social aspects United States. Minorities in science United States. Academic achievement United States. Noirs américains Éducation. Mentorat en éducation États-Unis. Sciences Étude et enseignement Aspect social États-Unis. Minorités dans les sciences États-Unis. Academic achievement fast African Americans Education fast Mentoring in education fast Minorities in science fast Science Study and teaching Social aspects fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85001946 |
| title | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / |
| title_auth | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / |
| title_exact_search | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / |
| title_full | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / edited by Amy Rutstein-Riley, Stephen D. Hancock and Sonyia Richardson. |
| title_fullStr | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / edited by Amy Rutstein-Riley, Stephen D. Hancock and Sonyia Richardson. |
| title_full_unstemmed | Seeing the hidden minority : increasing the talent pool through identity, socialization, and mentoring constructs / edited by Amy Rutstein-Riley, Stephen D. Hancock and Sonyia Richardson. |
| title_short | Seeing the hidden minority : |
| title_sort | seeing the hidden minority increasing the talent pool through identity socialization and mentoring constructs |
| title_sub | increasing the talent pool through identity, socialization, and mentoring constructs / |
| topic | African Americans Education. http://id.loc.gov/authorities/subjects/sh85001946 Mentoring in education United States. Science Study and teaching Social aspects United States. Minorities in science United States. Academic achievement United States. Noirs américains Éducation. Mentorat en éducation États-Unis. Sciences Étude et enseignement Aspect social États-Unis. Minorités dans les sciences États-Unis. Academic achievement fast African Americans Education fast Mentoring in education fast Minorities in science fast Science Study and teaching Social aspects fast |
| topic_facet | African Americans Education. Mentoring in education United States. Science Study and teaching Social aspects United States. Minorities in science United States. Academic achievement United States. Noirs américains Éducation. Mentorat en éducation États-Unis. Sciences Étude et enseignement Aspect social États-Unis. Minorités dans les sciences États-Unis. Academic achievement African Americans Education Mentoring in education Minorities in science Science Study and teaching Social aspects United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2356948 |
| work_keys_str_mv | AT rutsteinrileyamy seeingthehiddenminorityincreasingthetalentpoolthroughidentitysocializationandmentoringconstructs AT hancockstephend seeingthehiddenminorityincreasingthetalentpoolthroughidentitysocializationandmentoringconstructs AT richardsonsonyia seeingthehiddenminorityincreasingthetalentpoolthroughidentitysocializationandmentoringconstructs |